The Electronic Media Fast and Student Well-Being: An Exercise in Transformational Teaching

Gomes, Mary E.; Kime, Lychelle; Bush, Jessica M.; Myers, Austin B.

doi:10.1177/0098628320965260

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Adolescents with poorer self-control may be less skilled in effortfully avoiding the development of habitual digital technology behaviors. Some users catch themselves reaching for devices without full awareness (Gomes et al, 2021) or mindlessly scroll social media (Baym et al, 2020). Those poorer in self-control may be especially vulnerable to these tendencies, and may be less likely to employ habit-disrupting strategies like removing visual and auditory cues, including keeping one's smartphone out of sight or deleting specific apps (Nguyen, 2021).…”

Section: Empirical Research Examining Self-control and Digital Techno...mentioning

confidence: 99%

Longitudinal and daily associations between adolescent self-control and digital technology use.

Burnell¹,

Andrade²,

Hoyle³

2023

Developmental Psychology

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There is fear that adolescents have limited control over their digital technology use. The current research examines longitudinal (Study 1) and daily (Study 2) associations between U.S. adolescents' self-control and digital technological impairment and use. Using a large sample (N = 2,104; Wave 1: M age = 12.36, 52% female, 57% economically disadvantaged, 48% racial minority), Study 1 tested how changes in adolescents' self-control and perceived technological impairment co-occur across time (between-person associations) and if self-control and perceived impairment are prospectively and bidirectionally associated with each other (within-person associations). There was evidence of between-person associations, in that poorer self-control and perceived technological impairment both increase over adolescence, and these increases are positively associated with each other. However, there was no evidence of prospective within-person associations. Using a subsample from Study 1 (N = 388), Study 2 found support for a between-person association for self-control and using digital technology for entertainment, in which adolescents who reported poorer selfcontrol relative to their peers also engaged in greater digital technology use for entertainment. There was no robust support for within-person associations. These findings suggest that adolescents with poorer self-control may have established tendencies to experience greater technological impairment and use more digital technology for entertainment, but the lack of within-person associations indicate caution is needed for a cause-and-effect relation. Adolescents with existing poorer self-control may be more vulnerable to problematic digital technology use in a developmental period where digital technology is particularly rewarding, and intervention and prevention efforts should be geared toward these adolescents. Public Significance StatementConcerns exist regarding how digital technology use relates to adolescents' self-control. Across two studies, we demonstrate that adolescents who report lower self-control also perceive greater technological impairment and report higher use. However, there is no evidence that experiencing poorer self-control than one's own average is linked to greater perceptions of digital technological impairment or use, either longitudinally or at the daily level.

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Section: Empirical Research Examining Self-control and Digital Techno...mentioning

confidence: 99%

Longitudinal and daily associations between adolescent self-control and digital technology use.

Burnell¹,

Andrade²,

Hoyle³

2023

Developmental Psychology

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“…Transformational leadership teaching is a style where faculty develop encouraging relationships with students under a shared vision for the course that includes rigor; ethics; inspiration; motivation; sympathy; compassion; and respect. Moreover, professors who use the transformational leadership teaching style provide the space, supplies, and wherewithal for students to develop self-confidence (Boyd, et al, 2019;Gomes et al, 2020;Yüner, 2020).…”

Section: The Transformational Leadership Teaching Stylementioning

confidence: 99%

Student Self-Efficacy, Student Self-Esteem, and the Transformational Leadership Teaching Style

2022

JHETP

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This study examined student self-efficacy, student self-esteem, and the transformational leadership teaching style in a higher education setting. There were four subdimensions analyzed in the composite transformational leadership teaching style rating, including: (a) the professor is respected; (b) the professor is motivating; (c) the curriculum is rigorous, and (d) the professor cares. Data were collected digitally (n = 193) using the general self-efficacy scale (Schwarzer & Jerusalem, 1995), the Sorensen selfesteem test (Sorensen, 2006), and the transformational leadership teaching style questionnaire (Pounder, 2017). Statistical significance (p < .05) was found with student self-efficacy; student self-esteem; gender; ethnicity; and birth order.

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“…It helps learners with limited time access in the classroom, public who need more time to follow courses or formal learning, lack of practice, pricey books, and courses, etc. Therefore, the accessible and flexible learning platform plays a significant role in helping them gain knowledge (Gomes et al, 2021). Besides, the last Covid-19 pandemic forced people to keep engaged to develop their skill at home.…”

Section: Introductionmentioning

confidence: 99%

YouTube and English Learning: Transformative Impact on Self-Regulated Learning Competencies

Rusdi,

Asma,

Husna

et al. 2023

Idarah

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The awareness of learning English has risen not only on students but also general community. However, expecting to master English merely relies on classroom learning or formal setting are considered not sufficient. Therefore, more English learners both students and public figured out how to study by themselves. The emergence of YouTube has changed the way people learn English. The various kinds of videos and their flexibility of access raised their awareness to learn English individually. It is a qualitative study. The data were analysed based on (Miles et al., 2014) theory. The researchers interviewed three participants to collect the data. They were selected based on the criteria managed by the researcher. This study used three competencies of self-regulated learning (SRL): cognitive, motivation and metacognitive. This study found that YouTube positively impacted SRL. The participants proved that YouTube helped them to understand English better, made their learning fun and enabled them to reflect their English competence.

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The Electronic Media Fast and Student Well-Being: An Exercise in Transformational Teaching

Cited by 4 publications

References 24 publications

Longitudinal and daily associations between adolescent self-control and digital technology use.

Longitudinal and daily associations between adolescent self-control and digital technology use.

Student Self-Efficacy, Student Self-Esteem, and the Transformational Leadership Teaching Style

YouTube and English Learning: Transformative Impact on Self-Regulated Learning Competencies

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